Research On The Practice Of Elemental Compounds Teaching Based On Systems Thinking Cultivation

In May 2017,the International Union of Pure and Applied Chemistry(IUPAC)launched a global project——Systems Thinking in Chemistry Education(STICE),which prompted global chemistry educators to consider how to integrate systems thinking into chemical education practices,especially integrating systems thinking with introductory chemistry courses.The chemistry curriculum standards for ordinary high schools propose to focus on developing students’ core competencies,cultivating abilities to solve complex problems of varying degrees in unfamiliar situations,especially high-order thinking abilities.As an important high-level thinking ability,systems thinking provides learners with a new way of thinking and analyzing things,and it is also an essential skill in the 21 st century.Given the significant value of conducting in-depth research and practical exploration on systems thinking in the field of chemistry education,the author conducted a series of studies to explore how to integrate the cultivation goal of systems thinking into high school chemistry teaching.Firstly,through studying the curriculum standards and literature,it was found that the knowledge of elements and compounds contain rich systematic characteristics,which is suitable for cultivating systems thinking;The current research status of systems thinking in the field of chemistry education at home and abroad was analyzed through literature,laying a theoretical foundation for further research.Based on the research background and current research situation,the research topic of element and compound teaching practice based on systems thinking cultivation has been determined,and the research purpose and significance,research ideas and research methods have been proposed.Then,the concepts of system and systems thinking were defined,and the theoretical basis of this study is elaborated.Questionnaires were designed to investigate the current situation of systems thinking and cultivation among high school students.The results showed that the overall level of high school students’ systems thinking ability was not high,and individual differences were significant.High school chemistry teachers lacked theoretical understanding of systems thinking,and they didn’t pay enough attention to systems thinking cultivation.The results served as the basis for the current situation of this study.Then,based on theoretical and current foundations,a teaching design model based on systems thinking cultivation was constructed from three aspects:teaching mode,principles,and strategies.The teaching mode includes "Clear systems (?)Analysis systems (?) Integrate systems (?) Applicate systems".The teaching principles include the principles of integrity,relevance,dynamism,and hierarchy.The teaching strategies include analyzing characteristics and thinking,and designing reasonable teaching objectives;Utilizing prior knowledge to establish knowledge associations between before and after;Designing scenarios and activities to explore the internal structure of the system;Building an intuitive knowledge system using visual tools.This model enriches the theoretical framework of systems thinking cultivation to a certain extent,and it has theoretical guiding significance.In order to compare the effect of this model of teaching design with ordinary teaching design,the knowledge of "Chlorine and Its Compounds" was selected for teaching case design and practice.By conducting a paper and pencil test before and after the teaching experiment on the students in the experimental class and the control class,a comparative analysis was conducted on the performance of the experimental class and the control class in various levels of systems thinking ability and overall ability in the pretest and posttest,and the effectiveness of the teaching experiment was analyzed.The research results show that after teaching experiment,In the overall performance of systems thinking ability,the experimental class made greater progress than the control class,but the gap was not obvious;In terms of systems thinking ability at different levels,there are significant differences between the experimental class and the control class in the ability to identify the relationship between system components,the ability to identify the dynamic relationship within the system,and the ability to generalize.Through further analysis,it is proved that the students in the experimental class have improved their ability at these three levels.By comparing the performance of systems thinking ability of students of different genders and different origins in the experimental class,it is found that the teaching design of this study has a better teaching effect on girls and students from rural areas.The above conclusions indicate that the theoretical model of instructional design based on systems thinking cultivation constructed in this study can promote the development of students’ systems thinking abilities to a certain extent.However,due to the limitations of research time and the researcher’s own abilities and level,there are still many shortcomings in the exploration of instructional design models and the preparation of teaching experimental test questions in this study,which need to be continuously improved in further exploration and research.